R–10–7
Demonstrate initial understanding of informational texts (expository and practical texts) by…
R–10–7.1 Obtaining information from text features [e.g., table of contents, glossary, index, transition words/phrases, transitional devices (including use of white space), bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations]
R–10–7.3 Organizing information to show understanding or relationships among facts, ideas, and events (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, comparing/contrasting, outlining)
PS1 (9-11)– 4
Students demonstrate an understanding of the structure of matter by …
4b writing formulae for compounds and developing basic (excluding transition elements) models using electron structure.
4c explaining or modeling how the electron configuration of atoms governs how atoms interact with one another (e.g. covalent, hydrogen and ionic bonding).
National Standards:
Context of Lesson:
This is the first lesson in the unit on bonding and compound naming. The lesson will introduce students to the reciprocal reading and summarizing literacy strategies to help them in their reading on this dense and often confusing topic. There will be explicit modeling done by the teacher, whole class group demonstration of strategy, and then student work in pairs for remainder of reading. Students will be summarizing key topics in chemical bonding.
Opportunities to Learn:
Depth of Knowledge
Prerequisite Knowledge
Plans for Differentiating Instruction
Accommodations and modifications
Environmental factors
Materials
textbook: Prentice Hall Chemistry: Connections to Our Changing World
note-taking guide:
Students will read pages 225 to 243 of Chapter 7 in Textbooks.
Students will be able to demonstrate reciprocal reading literacy strategy.
Students will be able to accurately and succinctly summarize 2-4 paragraph passages of reading.
Instruction:
Opening: 2 Heads are Better than 1 Sesame Street Video
Reciprocal Reading.
Explain Reciprocal Reading Process:
Work in pairs with 1 book between the pair
1. Preview Passage (pictures, figures, bold/highlighted words, etc)
2. First person: Read Passage aloud.
3. Second person: Ask questions for clarification or understanding.
4. Both: Check for comprehension
5. Both: Write a 1-2 sentence summary of passage.
6. Switch roles and start back at #1 for next passage.
Do a think aloud for Step 1. for first 3 paragraphs under "Ionic Bonds and Ionic Compounds"
Read first 3 paragraphs under "Ionic Bonds and Ionic Compounds"
Demonstrate questions to ask about passage: "What does it mean that the electrical charges of the cations and anions must balance?" "What does balance mean?"
Let's look at the example, Sodium and Chlorine. Sodium ions tend to take on a +1 charge, and Chlorine ions tend to have a -1 charge. I think the term balance means the charges must add up to zero.
Make sure everyone understands passage.
Create a 1-2 sentence summary & record on note-taking guide. "Ionic bonds are always made of a cation and an anion, and are often made up of a metal and a nonmetal."
OK, now I will again read aloud, but assign a student to serve the role of questioner.
Read last 4 paragraphs of Ionic bond section.
Fully go through remaining steps aloud with class. Invite other students to ask any questions they have during question segment after assigned student is done.
Have class agree on summary statement & record on their note-taking guide.
Have students work in pairs to read remainder of chapter up through page 243.
Walk among groups to see if everyone is engaged and on-task, answer any questions students have about readings or the literacy strategy, ask some groups to share with me their summaries and then ask a question to see if they did comprehend the passage.
Closure:
Remind students that they will need to finish reading at home if they did not finish in class. Encourage them to think of questions as though they were the listener as well as the reader, reminding them that they still have to write summaries of each 2-4 paragraph passage.
Ask students to define an Ionic Bond
Ask students to define the octet rule.
Assessment:
Formal: Note-taking guides will be collected and graded for appropriate summaries.
Informal: Listen to questions students ask during pairs portion of reading, look at summaries being proposed, answers students give to questions asked.
Lesson Plan
Lesson Title: Bonds, Yes Bonds
State Standards: GLEs/GSEs
R–10–7Demonstrate initial understanding of informational texts (expository and practical texts) by…
R–10–7.1 Obtaining information from text features [e.g., table of contents, glossary, index, transition words/phrases, transitional devices (including use of white space), bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations]
R–10–7.3 Organizing information to show understanding or relationships among facts, ideas, and events (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, comparing/contrasting, outlining)
PS1 (9-11)– 4
Students demonstrate an understanding of the structure of matter by …
4b writing formulae for compounds and developing basic (excluding transition elements) models using electron structure.
4c explaining or modeling how the electron configuration of atoms governs how atoms interact with one another (e.g. covalent, hydrogen and ionic bonding).
National Standards:
Context of Lesson:
This is the first lesson in the unit on bonding and compound naming. The lesson will introduce students to the reciprocal reading and summarizing literacy strategies to help them in their reading on this dense and often confusing topic. There will be explicit modeling done by the teacher, whole class group demonstration of strategy, and then student work in pairs for remainder of reading. Students will be summarizing key topics in chemical bonding.Opportunities to Learn:
Depth of Knowledge
Prerequisite Knowledge
Plans for Differentiating Instruction
Accommodations and modifications
Environmental factors
Materials
textbook: Prentice Hall Chemistry: Connections to Our Changing Worldnote-taking guide:
Objectives:
Students will read pages 225 to 243 of Chapter 7 in Textbooks.Students will be able to demonstrate reciprocal reading literacy strategy.
Students will be able to accurately and succinctly summarize 2-4 paragraph passages of reading.
Instruction:
Opening: 2 Heads are Better than 1 Sesame Street Video
http://www.youtube.com/watch?v=9SPtxb6zVHM&feature=relatedHand out note-taking guide.
Engagement:
Reciprocal Reading.Explain Reciprocal Reading Process:
Work in pairs with 1 book between the pair
1. Preview Passage (pictures, figures, bold/highlighted words, etc)
2. First person: Read Passage aloud.
3. Second person: Ask questions for clarification or understanding.
4. Both: Check for comprehension
5. Both: Write a 1-2 sentence summary of passage.
6. Switch roles and start back at #1 for next passage.
Have students work in pairs to read remainder of chapter up through page 243.
Walk among groups to see if everyone is engaged and on-task, answer any questions students have about readings or the literacy strategy, ask some groups to share with me their summaries and then ask a question to see if they did comprehend the passage.
Closure:
Remind students that they will need to finish reading at home if they did not finish in class. Encourage them to think of questions as though they were the listener as well as the reader, reminding them that they still have to write summaries of each 2-4 paragraph passage.Ask students to define an Ionic Bond
Ask students to define the octet rule.
Assessment:
Formal: Note-taking guides will be collected and graded for appropriate summaries.Informal: Listen to questions students ask during pairs portion of reading, look at summaries being proposed, answers students give to questions asked.
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: